Assessment Coversheet Faculty of Arts, Design and Media

and Feedback Form Conservatoire

Complete the details marked in the coloured text and leave everything else blank. Where appropriate, copy and paste your
submission after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the
assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between
submissions is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors
will use MSWord to provide feedback including, where appropriate, annotations in the text.

Student Name Ivonne Porras Ocampo Reasonable Adjustments

Student Number The Faculty has notified me that I

am eligible for a Reasonable
Course and Year Adjustment (including additional
time) in relation to the marking of
Module Code MUS7097 this assessment.

Module Title Teaching Matters: Principles and Practice Yes (delete as appropriate)

Assessment Title Viva voce Please note that action may be taken under the
University’s Student Disciplinary Procedure against
any student making a false claim for Reasonable
Module Tutor Luan Shaw Adjustments.

First Marker
Luan Shaw Date: 8 April 2019
Name:
Feedback: General comments on the quality of the work, its successes and where it could be improved
You demonstrated a good understanding of the skills and qualities needed for effective Provisional Uncapped Mark
teaching in the context in which you observed your mentor, and of the range of skills that Marks will be capped if this
can be developed through music making. You showed some familiarity with ‘Musical was a late submission or resit
assessment and may be
Development Matters’ and how the stages of learning in Early Years related to the activities moderated up or down by the
taught by your mentor. You offered a good response when reflecting on musical literacy and examination board.

a very full answer regarding similarities of approach in SEND and Early Years environments.
Here you spoke with real enthusiasm! You were less convincing regarding the connections 67 %
between Dalcroze and Simultaneous Learning, the point being that these are both holistic
approaches. But you spoke at length regarding your experiences of masterclasses, relating
your views to literature. You made good observations regarding the links between the Music
Community and Well-being and Teaching Matters modules and showed commitment when
discussing the Teacher’s Standards. Reflecting on your teaching and always aiming to do
better is an admirable trait.

Set Pieces

Let’s go fly a kite

You adopted a systematic approach to teaching this piece, beginning with the chorus,
speaking the text in time, and isolating the chromatic phrase in call and response
fashion. Your post-it note strategy was really imaginative and you demonstrated this well,
though you sang the wrong intervals in places. You missed the opportunity to discuss the
film from which this song is taken. - this could really inspire pupils to learn it.

I Got rhythm
You demonstrated this clearly, focusing initially on pulse. Asking me to tap back the rhythm
and say the words worked effectively and using hand signs to teach the melody was a good
idea. You used the post it notes again to isolate aspect of the melody that might prove tricky,
though again you sang some intervals incorrectly.

Overall, you showed much enthusiasm for early years and SEND work. Well done.

Feed Forward: How to apply the feedback to future submissions

 Concentrate fully in an interview situation so that your demonstration can be really slick!
 Devise more imaginative strategies so that you have a variety of ideas to draw on.

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Moderation: To ensure your mark is fair, a cross section of work is moderated by another member of staff. If your work was part
of the sample, this is indicated in the box below.

Your exam was not part of the moderation sample

Moderator Name: Date:

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Teaching Matters: Principles and Practice Marking Guidelines
Learning Outcome 39 or below 40-49 Fail
1. Reflect critically on
experiences as A very weak The Reflective
observers, learners, reflective Commentary will lack
and teachers, placing commentary or viva depth and demonstrate a
these in the context of voce which displays poor level of engagement
wider research a fundamental lack with relevant teaching
(50%) of understanding of matters. Narrative is likely
the aims of the to be largely
module and/or the descriptive, comprise ill-
requirements for judged comments, and/or
work at this level. make inadequate reference
to material from relevant
sources (e.g. research,
literature, media or
teaching resources). There
is also a limited attempt to
relate observations to the
student’s own experience,
even where this is
particularly relevant
Structural problems will
impede the flow.
Consistently poor written
English will similarly
prevent the effective
communication of ideas.
2. Display a thorough
working knowledge of In the viva voce, discussion
modern teaching will be inhibited by a limited
practice, particularly ability to explain technical
in connection with the and creative concepts in
Principal Study ways that can be clearly
instrument/voice understood, and a
(50%) reluctance or inability to
integrate different
50-59 Pass
The Reflective
Commentary will be
reasonably detailed and
demonstrate a
satisfactory level of
engagement with the
teaching matters
discussed. Narrative may
be partly descriptive, but
comments will be mostly
well judged and there will
be adequate references
to material from relevant
sources (e.g. research,
literature, media or
teaching resources).
There is a clear attempt
to relate observations to
the student’s own
experience. The report
will adopt a generally
clear structure, though
some restructuring would
be beneficial. The
student will communicate
reasonably clearly in
written English, though
this may not always be
very stylish or
sophisticated.
In the viva voce the
student will engage
generally satisfactorily in
the discussion. There will
be sufficient explanation
of technical and creative
concepts, with some
acknowledgement of
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60-69 Commendation 70-79 Distinction 80 and above
The Reflective The Reflective This category is
Commentary will be Commentary will be awarded for work that
appropriately detailed highly detailed and meets the criteria for
and demonstrate demonstrate an distinction and is
thorough and thoughtful excellent level of sufficiently strong in
engagement with the engagement with the content, presentation
teaching matters teaching matters and communication not
discussed. Narrative discussed. Narrative to be out of place in a
will be well balanced will comprise thoughtful professional context.
with any descriptive and insightful critical Written commentaries
comments being used analysis with skillful and viva voces will
purely to support critical integration of demonstrate a
analysis. Effective use references to material professional attitude
will be made of from relevant sources towards and high
references to material (e.g. research, aptitude for the
from relevant sources literature, media or instrumental teaching
(e.g. research, teaching resources). profession.
literature, media or Observations are
teaching resources). related to the student’s
There is a good attempt own experience in a
to relate observations mature and insightful
to the student’s own manner. Information
experience. Information will be conveyed in a
will be delivered in a thoughtful and
focused way, promoting sophisticated manner.
the development of The written English will
ideas. Written English be stylish, consistently
will communicate well, fluent, clear and
with few significant unambiguous.
distractions.
In the viva voce, the In the viva voce, the
student will make a student will contribute
good contribution to the confidently, engagingly
discussion. Explanation and enthusiastically to
of technical and the discussion.
creative concepts will Explanation of technical
be detailed, effective and creative concepts
and done with a will be highly detailed,
viewpoints. The student will
show little use of
demonstration, even
though relevant, and/or
appear to have a low level
of enthusiasm for or insight
into the instrument or
music discussed.
alternative points of view,
and some originality in
approach to
explanations. The
student will make
acceptable use of
demonstration where
relevant, and show some
enthusiasm for and
insight into the instrument
or music discussed.
personal touch, with delivered with flair and
alternative points of originality, and
view usefully alternative points of
integrated. The student view will be skilfully
will make good use of integrated. The student
demonstration where will make excellent use
relevant, and show of demonstration where
obvious enthusiasm for relevant, and their
and insight into the enthusiasm for and
instrument or music insight into the
discussed. Reference instrument or music
may also be made to discussed will be
self-devised materials clearly evident.
and exercises. Imaginative reference
will also be made to a
range of self-devised
materials and
exercises.